Re-imagining the Distributed Nature of Learner Engagement in Computer-Supported Collaborative Learning Contexts in the Post-pandemic Era

Abstract

Learner engagement has become more fragmented and distributed than ever before due to the challenging and unpredictable circumstances amidst the pandemic. Social isolation, mobility restrictions, and the emergency transition to online education have influenced students’ emotions, thoughts, and actions. The purpose of this study is to explore the factors that impacted learner engagement over time during the pandemic; to investigate students’ perceptions on the role of social technology during remote education; and to capture students’ reflections distilled through their recent and ongoing experiences with online learning. The findings from three exploratory case studies conducted during the pandemic with undergraduate students are collectively analysed and discussed. Four main themes emerged following a holistic, comparative data analysis: the distributed nature of learner engagement; the impact of the pandemic on the affective, behavioural, and cognitive dimensions of engagement within computer-supported collaborative learning contexts; the multifaceted and contradictory roles of social media and social technology while learning under lockdown; and finally, the lessons learnt and visions of students for learning in the post-pandemic era. The findings can inform the pedagogical design of inclusive, seamless, and accessible learning environments embracing social technology towards reactivating learner engagement.